Harris S, Kasari C, Sigman M D
Graduate School of Education, UCLA 90024, USA.
Am J Ment Retard. 1996 May;100(6):608-19.
Joint attention and topic initiation in caregiver-child interactions was explored in relation to children's language gains over 13 months. Caregivers of 28 children with Down syndrome spent more time in joint attention and maintained more attention to caregiver-selected toys than did caregivers of 17 children with typical development. Receptive language gains of children with Down syndrome were associated with caregivers maintaining attention to child-selected toys and with longer lengths of joint attention. Caregivers redirecting attention away from child-selected toys and a greater frequency of joint attention episodes was negatively associated with children's language gains. More time spent in joint attention and caregivers maintaining attention to mother-selected toys was associated with receptive language gains in children who were developing typically.
研究了照顾者与儿童互动中的共同注意和话题发起与儿童13个月内语言能力提升的关系。28名唐氏综合征患儿的照顾者比17名发育正常儿童的照顾者在共同注意上花费的时间更多，并且对照顾者选择的玩具保持更多关注。唐氏综合征患儿的接受性语言能力提升与照顾者对儿童选择的玩具保持关注以及更长时间的共同注意有关。照顾者将注意力从儿童选择的玩具上转移开以及共同注意事件的频率更高与儿童的语言能力提升呈负相关。在典型发育的儿童中，更多时间花在共同注意上以及照顾者对母亲选择的玩具保持关注与接受性语言能力提升有关。
